Those are numerous, popular, and easy to list. But what about the problems with inclusive classrooms? It is almost as if it is taboo to even suggest there are problems with creating an inclusive classroom.
Those are numerous, popular, and easy to list. But what about the problems with inclusive classrooms? It is almost as if it is taboo to even suggest there are problems with creating an inclusive classroom. However, as any mainstream or special education teacher can tell you, there are indeed problems.
Problems for Classroom Teachers A classroom teacher is expected to select educational methodology to best suit each student. This is a challenging goal for one teacher who potentially has more than 30 students in each of five to seven classes. Most students can be grouped with other students whose educational needs are similar.
This may reduce the planning required to two or three groups. If you add special needs students who have severe learning delays, developmental issues, or who speak little or no English, this task can feel almost insurmountable — especially if the inclusive classroom does not include a co-teacher.
Problems for Special Education Teachers The biggest problem for special education teachers who have students in inclusive classrooms is being available to every student. For example, if an ESE teacher has 50 students who are distributed through 15 classes during any given period there is no way to assist every student every day.
Students may have to be pulled out of class a few times a week for additional services, which also impacts the ability of the child and classroom teacher to maintain pace. If the ESE teacher rotates into different classes on different days, they are not able to get the full educational picture of the class and may not be there when the student needs them most.
Problems for Students Special education and mainstream students both benefit from being in a classroom together. After all, work and life are not segregated by intelligence or ability.
However, there are still some problems that need to be recognized.
In a classroom of 30, with one or two special education students, it can be difficult for the classroom teacher to give the individual time and attention the students require and deserve. If the teacher is focusing on the special needs students, the students who need a more challenging environment may be overlooked because they are able to succeed with minimal assistance.
While the students will likely succeed in the class, they may not feel challenged and may become bored and disinterested in the class. If the teacher tries to make the class more challenging for the mainstream students, the special education students may feel singled out when their IEP exceptions become more noticeable in areas such as presentations, projects, and homework requirements.
Being in every class together may actually alienate the students more than if they were separated for specific classes. As an ESE teacherwhat do you find to be the biggest drawback of inclusive classrooms? Do you think the positives outweigh the negatives?
My biggest problem with teaching inclusion classes is when there are students who are emotionally disturbed or have other problems that are manifested regularly in the class.
I sit in meetings with these advocates, and all I can think about is who is advocating for every other student in the class who is unable to learn because of this one particular student? The whole situation can often be detrimental to others, and as a teacher who truly wants to help every student, it is very frustrating to deal with every day.
I have over students total, with 21 students who have IEPs. After nearly three months, I finally received an instructional assistant in some but not all of my class periods this school year.
I do feel that without help from the special education teachers in my classroom, the time I must devote to the inclusion students significantly takes away from the time I can spend with other students. The students I have who are emotionally disturbed do cause major amount of disruptions during the class period.
Sometimes as frequently as every few minutes. Instruction time is repeatedly interrupted. Today I finally had to ask a certified special education teacher on staff at our school to please come to my classroom very soon to observe the challenges I am having.
I am trained in my content area, and I like most other high school teachers am not trained to fully meet the needs of these students by myself.NEW State TA Resource: How Phase 3 Early Learning Challenge States are Leveraging ELC Funds and Other Funds to Support Inclusion. This resource, developed by the Early Learning Challenge Technical Assistance (), describes how the six Phase 3 ELC states (Georgia, Kentucky, Michigan, New Jersey, Pennsylvania, and Vermont) are leveraging ELC funds and other state funds to support inclusion.
Principals Solve Inclusion Challenges From time to time, Education World updates and reposts a previously published article that we think might be of interest to administrators. We hope you find this recently updated article to be of value.
Inclusion improves outcomes, fosters social and emotional development and equips students for life outside of school. Despite its value, however, school districts still claim challenges to implementing full inclusion.
Talk of insufficient resources, ill-prepared staff and . Early Childhood Inclusion: Challenges and Strategies from the Preschool Inclusion Survey, March 5 RECOMMENDED RESOURCES Barton, Erin E. and Smith, Barbara J.
(). The Preschool Inclusion Toolbox: How to Build and Lead a High-Quality Program. Baltimore, MD: Brookes Publishing. Responsible Inclusion Although most teachers and experts support the goal of inclusion, many are increasingly pushing for modifications, or “responsible inclusion”—especially when faced with .
Inclusion improves outcomes, fosters social and emotional development and equips students for life outside of school. Despite its value, however, school districts .
|Embrace Universal Design||This is a multi-step process: Review your curriculum to figure out which units will help you meet which year-end goals.|
|Social Advantages||Contact Author As a mother of a child that has been in a fully inclusive classroom since preschool, I have seen the ups and downs, advantages and challenges of this type of classroom setting.|
|The Inclusive Class: How to Overcome the Challenges to Inclusion||Friday, March 2, How to Overcome the Challenges to Inclusion Inclusive education is finally starting to attract the attention it deserves in American public schools. Inclusion improves outcomes, fosters social and emotional development and equips students for life outside of school.|
|Problems for Special Education Teachers||Would you like to be part of a future "Principal Files" article?|
|Featured Post||They can create long-lasting friendships that would not be otherwise possible, and these friendships can give them the skills to navigate social relationships later on in life. Their peers can act as role models for social skills through their interactions with each other, whereas in a homogeneous classroom, their only role models would be students with disabilities who may lack the same social skills that they do.|